Professor Elaine Reese, Our People, Department of Psychology, University of Otago, New Zealand

Elaine Reese

Email ereese@psy.otago.ac.nz
Tel 64 3 479 8441

Professor Elaine Reese is the Education Domain Leader on a national birth cohort study, Growing Up in New Zealand. She has authored over 80 papers. She has served on the Children’s Action Plan, a government committee to help at-risk children. She has been a PI or co-PI on four Marsden grants from the Royal Society of New Zealand.

She has served as Editor of the Journal of Cognition and Development, and on the editorial boards of the journals Cognitive Development, Infant and Child Development, Reading Research Quarterly, and Memory Studies.

Elaine joined the Department in 1993. She has over 20 years of university teaching experience, at both the graduate and undergraduate levels. She coordinates the Master’s programme in the Department.

Teaching

PSYC 464 Development and Psychopathology
PSYC 495 Masters Thesis Preparation

Research Interests

The development of children’s autobiographical memory, language, and literacy
Social influences on children’s development

Find out more about Professor Reese's research interests

^ Top of page

Publications

Corkin, M. T., Dando, E., Peterson, E. R., Andrejic, N., Waldie, K. E., Reese, E., & Morton, S. M. B. (2018). “The way she smiles brightens me up”: Highlights of parenting an infant in a large nationally diverse cohort. Current Psychology. Advance online publication. doi: 10.1007/s12144-018-0014-5

Reese, E., Keegan, P., McNaughton, S., Kingi, T. K., Atatoa Carr, P., Schmidt, J., … Morton, S. (2018). Te Reo Māori: Indigenous language acquisition in the context of New Zealand English. Journal of Child Language, 45(2), 340-367. doi: 10.1017/s0305000917000241

Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 82-95. doi: 10.1016/j.cogdev.2018.04.005

Reese, E., Meins, E., Fernyhough, C., & Centifanti, L. (2018). Origins of mother-child reminiscing style. Development & Psychopathology. Advance online publication. doi: 10.1017/s0954579418000172

Riordan, J., Reese, E., Rouse, S., & Schaughency, E. (2018). Promoting code-focused talk: The rhyme and reason for why book style matters. Early Childhood Research Quarterly, 45, 69-80. doi: 10.1016/j.ecresq.2018.05.004

Authored Book - Research
Edited Book - Research
Chapter in Book - Research
Chapter in Book - Other
Journal - Research Article

Authored Book - Research

Reese, E. (2013). Tell me a story: Sharing stories to enrich your child's world. New York, NY: Oxford University Press, 241p.

^ Top of page

Edited Book - Research

Suggate, S., & Reese, E. (Eds.). (2012). Contemporary debates in childhood education and development. Abingdon, UK: Routledge, 352p.

^ Top of page

Chapter in Book - Research

Reese, E. (2017). Encouraging collaborative remembering between young children and their caregivers. In M. L. Meade, C. B. Harris, P. Van Bergen, J. Sutton & A. J. Barnier (Eds.), Collaborative remembering: Theories, research, and applications. (pp. 317-333). New York, NY: Oxford University Press. doi: 10.1093/oso/9780198737865.003.0018

Reese, E. (2015). What good is a picturebook? Developing children's oral language and literacy through shared picturebook reading. In B. Kümmerling-Meibauer, J. Meibauer, K. Nachtigäller & K. J. Rohlfing (Eds.), Learning from picturebooks: Perspectives from child development and literacy studies. (pp. 194-208). Hove, UK: Routledge.

Reese, E., Taumoepeau, M., & Neha, T. (2014). Remember drawing on the cupboard? New Zealand Māori, European, and Pasifika parents’ conversations about children’s transgressions. In C. Wainryb & H. E. Recchia (Eds.), Talking about right and wrong: Parent-child conversations as contexts for moral development. (pp. 44-70). New York, NY: Cambridge University Press.

Reese, E. (2014). Practical tips for conducting longitudinal studies of memory development. In P. J. Bauer & R. Fivush (Eds.), Wiley handbook on the development of children's memory. (pp. 1044-1050). Malden, MA: Wiley Blackwell.

Reese, E. (2014). Taking the long way: Longitudinal approaches to autobiographical memory development. In P. J. Bauer & R. Fivush (Eds.), Wiley handbook on the development of children's memory. (pp. 972-995). Malden, MA: Wiley Blackwell.

Reese, E. (2013). Culture, narrative, and imagination. In M. Taylor (Ed.), The Oxford handbook of the development of imagination. (pp. 196-211). Oxford University Press.

Reese, E., Sparks, A., & Suggate, S. (2012). Assessing children's narratives. In E. Hoff (Ed.), Research methods in child language: A practical guide. (pp. 133-148). Chichester, UK: Wiley Blackwell.

Reese, E. (2012). The tyranny of shared book-reading. In S. Suggate & E. Reese (Eds.), Contemporary debates in childhood education and development. (pp. 59-68). Abingdon, UK: Routledge.

Reese, E., Yan, C., Jack, F., & Hayne, H. (2010). Emerging identities: Narrative and self from early childhood to early adolescence. In K. C. McLean & M. Pasupathi (Eds.), Narrative development in adolescence: Creating the storied self. (pp. 23-43). New York: Springer. doi: 10.1007/978-0-387-89825-4

Schaughency, E., & Reese, E. (2010). Connections between language and literacy development. In J. Low & P. Jose (Eds.), Lifespan development: New Zealand perspectives. (2nd ed.) (pp. 59-71). Auckland, New Zealand: Pearson.

Reese, E. (2009). The development of autobiographical memory: Origins and consequences. In P. Bauer (Ed.), Advances in child development and behavior (Vol. 37). (pp. 145-200). The Netherlands: Elsevier. doi: 10.1016/s0065-2407(09)03704-5

Bird, A., & Reese, E. (2008). Autobiographical memory in childhood and the development of a continuous self. In F. Sani (Ed.), Self continuity: Individual and collective perspectives. (pp. 43-54). NY: Psychology Press.

Reese, E., Newcombe, R., & Bird, A. (2006). The emergence of autobiographical memory: Cognitive, social, and emotional factors. In C. M. Fletcher-Flinn & G. M. Haberman (Eds.), Cognition and language: Perspectives from New Zealand. (pp. 177-190). Brisbane: Australian Academic Press.

Reese, E., Cox, A., Harte, D., & McAnally, H. (2003). Diversity in adults' styles of reading books to children. In A. van Kleeck, S. A. Stahl & E. B. Bauer (Eds.), On reading books to children: Parents and teachers. (pp. 37-57). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Reese, E., & Farrant, K. (2003). Social origins of reminiscing. In R. Fivush & C. A. Haden (Eds.), Autobiographical memory and the construction of a narrative self: Developmental and cultural perspectives. (pp. 29-48). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Reese, E. (2002). A model of the origins of autobiographical memory. In J. W. Fagen & H. Hayne (Eds.), Progress in Infancy Research (Vol. 2). (pp. 215-260). Mahwah, NJ: Lawrence Erlbaum Associates.

Fivush, R., & Reese, E. (2002). Reminiscing and relating: The development of parent-child talk about the past. In J. D. Webster & B. K. Haight (Eds.), Critical Advances in Reminiscence Work. (pp. 109-122). New York: Springer Publishing.

Haden, C. A., Fivush, R., & Reese, J. E. (1998). Narrative development in social context. In A. Smorti (Ed.), Narrative Development. (pp. 133-152). Florence, Italy: Giunti.

Fivush, R., Pipe, M.-E., Murachver, T. S., & Reese, J. E. (1997). Events spoken and unspoken: implications of language and memory development for the recovered memory debate. In M. A. Conway (Ed.), Recovered Memories and False Memories. (pp. 34-62). Oxford: Oxford University Press.

Fivush, R., Haden, C., & Reese, E. (1995). Remembering, recounting, and reminiscing: The development of autobiographical memory in social context. In D. C. Rubin (Ed.), Remembering our past: Studies in autobiographical memory. (pp. 341-359). Cambridge, UK: Cambridge University Press.

Fivush, R., & Reese, E. (1992). The social construction of autobiographical memory. In M. A. Conway, D. C. Rubin, H. Spinnler & W. A. Wagenaar (Eds.), Theoretical perspectives on autobiographical memory. (pp. 115-132). Dordrecht, The Netherlands: Kluwer Academic.

^ Top of page

Chapter in Book - Other

Reese, E. (2006). Foreword. In J. Low & P. Jose (Eds.), Lifespan development: New Zealand perspectives. (pp. v). Auckland, New Zealand: Pearson Education.

^ Top of page

Journal - Research Article

Reese, E., Meins, E., Fernyhough, C., & Centifanti, L. (2018). Origins of mother-child reminiscing style. Development & Psychopathology. Advance online publication. doi: 10.1017/s0954579418000172

Reese, E., & Robertson, S.-J. (2018). Origins of adolescents' earliest memories. Memory. Advance online publication. doi: 10.1080/09658211.2018.1512631

Peterson, E. R., Andrejic, N., Corkin, M. T., Waldie, K. E., Reese, E., & Morton, S. M. B. (2018). I hardly see my baby: Challenges and highlights of being a New Zealand working mother of an infant. Kōtuitui, 13(1), 4-28. doi: 10.1080/1177083X.2017.1391852

Corkin, M. T., Peterson, E. R., Andrejic, N., Waldie, K. E., Reese, E., & Morton, S. M. B. (2018). Predictors of mothers’ self-identified challenges in parenting infants: Insights from a large, nationally diverse cohort. Journal of Child & Family Studies, 27(2), 653-670. doi: 10.1007/s10826-017-0903-5

Peterson, E. R., Waldie, K. E., Mohal, J., Reese, E., Atatoa-Carr, P. E., Grant, C. C., & Morton, S. M. B. (2017). Infant Behavior Questionnaire: Revised very short form: A new factor structure's associations with parenting perceptions and child language outcomes. Journal of Personality Assessment, 99(6), 561-573. doi: 10.1080/00223891.2017.1287709

Reese, E., Fivush, R., Merrill, N., Wang, Q., & McAnally, H. (2017). Adolescents' intergenerational narratives across cultures. Developmental Psychology, 53(6), 1142-1153. doi: 10.1037/dev0000309

Schaughency, E., Suggate, S., & Reese, E. (2017). Links between early oral narrative and decoding skills and later reading in a New Zealand sample. Australian Journal of Learning Difficulties, 22, 109-132. doi: 10.1080/19404158.2017.1399914

Robertson, S.-J. L., & Reese, E. (2017). The very hungry caterpillar turned into a butterfly: Children’s and parents’ enjoyment of different book genres. Journal of Early Childhood Literacy, 17(1), 3-25. doi: 10.1177/1468798415598354

Reese, E., Myftari, E., McAnally, H. M., Chen, Y., Neha, T., Wang, Q., Jack, F., & Robertson, S.-J. (2017). Telling the tale and living well: Adolescent narrative identity, personality traits, and well-being across cultures. Child Development, 88(2), 612-628. doi: 10.1111/cdev.12618

Atatoa Carr, P. E., Reese, E., Bird, A. L., Bandara, D. K., Grant, C. C., & Morton, S. M. B. (2017). Caring for our infants: parents’ antenatal childcare intentions and nine-month reality. Early Years, 1-19. Advance online publication. doi: 10.1080/09575146.2017.1323186

Peterson, E. R., Mohal, J., Waldie, K. E., Reese, E., Atatoa Carr, P., Grant, C. C., & Morton, S. M. B. (2017). A cross-cultural analysis of the infant behavior questionnaire very short form: An item response theory analysis of infant temperament in New Zealand. Journal of Personality Assessment, 99(6), 574-584. doi: 10.1080/00223891.2017.1288128

Reese, E., Peterson, E. R., Waldie, K., Schmidt, J., Bandara, D., Atatoa Carr, P., … Morton, S. M. B. (2016). High Hopes? Educational, socioeconomic, and ethnic differences in parents' aspirations for their unborn children. Journal of Child & Family Studies, 25(12), 3657-3674. doi: 10.1007/s10826-016-0521-7

Schaughency, E., Riordan, J., Das, S., Carroll, J., & Reese, E. (2016). Embracing the principle of ako: Growing partnerships between parents, early childhood educators and researchers. Early Childhood Folio, 20(2), 31-36. doi: 10.18296/ecf.0028

Salmon, K., O'Kearney, R., Reese, E., & Fortune, C.-A. (2016). The role of language skill in child psychopathology: Implications for intervention in the early years. Clinical Child & Family Psychology Review, 19(4), 352-367. doi: 10.1007/s10567-016-0214-1

Bird, A. L., Reese, E., Taumoepeau, M., Schmidt, J., Mohal, J., Grant, C., … Morton, S. (2016). “You are our eyes and ears”: A new tool for observing parent-child interactions in large samples. Longitudinal & Life Course Studies, 7(4), 386-408. doi: 10.14301/llcs.v7i4.381

Salmon, K., & Reese, E. (2016). The benefits of reminiscing with young children. Current Directions in Psychological Science, 25(4), 233-238. doi: 10.1177/0963721416655100

Jack, F., Friedman, W., Reese, E., & Zajac, R. (2016). Age-related differences in memory for time, temporal reconstruction, and the availability and use of temporal landmarks. Cognitive Development, 37, 53-66. doi: 10.1016/j.cogdev.2015.12.003

Artioli, F., Reese, E., & Hayne, H. (2015). Benchmarking the past: Children's early memories and maternal reminiscing as a function of family structure. Journal of Applied Research in Memory & Cognition, 4(2), 136-143. doi: 10.1016/j.jarmac.2015.04.002

Reese, E., Robertson, S.-J., Divers, S., & Schaughency, E. (2015). Does the brown banana have a beak? Preschool children’s phonological awareness as a function of parents’ talk about speech sounds. First Language, 35(1), 54-67. doi: 10.1177/0142723714566336

Salmon, K., & Reese, E. (2015). Talking (or not talking) about the past: The influence of parent–child conversation about negative experiences on children's memories. Applied Cognitive Psychology, 29(6), 791-801. doi: 10.1002/acp.3186

Reese, E., Ballard, E., Taumoepeau, M., Taumoefolau, M., Morton, S. B., Grant, C., Atatoa-Carr, P., … Perese, L. (2015). Estimating language skills in Samoan- and Tongan-speaking children growing up in New Zealand. First Language, 35(4-5), 407-427. doi: 10.1177/0142723715596099

Habermas, T., & Reese, E. (2015). Getting a life takes time: The development of the life story in adolescence, its precursors and consequences. Human Development, 58(3), 172-201. doi: 10.1159/000437245

More publications...